Citation

Chan EA. Nurs. Sci. Q. 2008; 21(3): 261-267.

Copyright

(Copyright © 2008, SAGE Publishing)

DOI

10.1177/0894318408319608

PMID

unavailable

Abstract

This column provides a report of the effectiveness of a nursing program in Hong Kong that used narrative pedagogy. The comments of 12 recent graduates from a postgraduate baccalaureate nursing degree program who were willing to participate in a series of focus group meetings were included. The findings show that nursing education based on a human science paradigm helped form the professional nursing identity of the graduates, as they continued retelling, reliving, and reflecting on their caring narratives. A pragmatic approach to theory-enhanced practice is helpful for nursing graduates to sustain their caring practice.